Task 1- Understand inclusive learning and teaching in lifelong learning This briefing document is for staff development and is designed to support staff to have a better understanding of inclusive learning and teaching in lifelong learning. At the end of the briefing session participants will be aware of what inclusive learning involves, how to motivate and engage students and establish ground rules. Participants will be learning the importance of providing students with constructive feedback to assist with motivating their learning. That student’s should be encouraged to contribute, discuss and learn from the feedback. Additionally the briefing will inform participants can use opportunities to advise students to practice their literacy, numeracy and ICT skills, including Government funded free courses that students can avail of and obtain recognised qualifications.
Within my teaching role as a driving instructor will require that I provide inclusive learning to all my students. Ann Gravels argues “Inclusive learning is about involving all your student, treating them equally and fairly, without directly or indirectly excluding anyone, some students could feel excluded during the session if their needs are not met” Gravels continues that “You need to know in advance, through initial assessment or the induction process just what the needs are” (Gravels, A. 2012, 5th Edition pg. 56 and pg.57, Preparing to Teach in the Lifelong Learning Sector).
“Inclusive learning can be understood as a process of increasing the presence, participation and achievement of all learners in educational settings in their local community” (LSIS, Excellence Gateway).
As a driving instructor the majority of the lessons that I will deliver will be on a one to one basis. I do also intend to offer a service where I can deliver lessons to up to three students in the vehicle each day. I would then provide each student equally with the opportunity to drive or observe the other students as they drove the vehicle. By rotating each student’s opportunity to drive or observe I would ensure the inclusion of each student in my instruction. During group lessons I would promote equality amongst students that ensured that diversity including was respected and embraced. I would produce material in relation to my driving school in a way that promoted opportunity to every student. Within my publications I would provide a range of information outlining the services that I would provide that promoted inclusiveness. This is to ensure that I meet each individual’s needs and expectations regardless of gender, race, ethnic origin, political opinion religion, disability sexual orientation or age. During the initial meeting with students I would ascertain each individual’s needs or barriers to enable me to provide a tailored service to provide a flexible learning experience. This is to enable me to ascertain if any special needs or requirements such as pre-course information should be accessible i.e. the Highway Code or theory test material is required in an appropriate font size/colour etc.
During the initial meeting I would identify what motivates the student to achieve their objective of passing the driving test, is it for personal intrinsic reasons or as part of the terms and conditions of the student’s employment. I would also discuss with the student their level of driving experience. It could include a complete novice, a foreign national who can legally drive in their own country but is required to pass a driving test to obtain a local driving licence or it could be a student who has been disqualified from driving and is required by law to begin as a learner driver and pass the appropriate test to obtain their licence.
Maslow, A. (1987) a, Hierarchy of Needs, in 1954 after rejecting the idea that human behaviour was determined by childhood events. He felt that obstacles should be removed that prevent a person from achieving their...